Effects Of Homogenous Grouping Education Essay

The term homogenous refers to points or elements or units which are similar in nature and are in a group which basically means that they posses the same type of basic qualities or belongingss. The opposite word for the word homogenous is heterogenous. Therefore, when a group of points is referred to as homogeneous so it means that the individual points that make up the group have a figure of similarities while a group that has points that differ in all kinds of belongingss is referred to as heterogenous. These footings are non limited to points merely but can besides be used to depict a group of persons by sing similarities and differences in some traits or characteristics. When used in a acquisition environment, homogenous groups refer to an organized group of pupils possessing comparable instructional degrees placed together managing stuffs that are deemed fit to their specific degree, this is normally determined through a series of appraisals and the procedure of organizing such g roups is known as ‘homogeneous grouping. ‘ The exercising of homogenous grouping employs a theoretical account that by and large puts pupils into groups with respect to ability or accomplishment as the variables for doing a determination. At a higher degree of pupil larning the pattern is normally practiced in mathematics, in which instance pupils are taken through general, vocational, or college-preparatory classs in mathematics. A similar state of affairs can besides be experienced in schools that offer algebra at the 8th class particularly at the junior high school and center degrees ( Oakes, 1985 ; Slavin, 1990 ) . Tracking or grouping can besides be done to pupils at the simple school degree, even though the grouping at this phase is done by mensurating general ability or accomplishment and non on ability or accomplishment with respect to mathematics. A 2nd instance in point where homogenous grouping is done for pupils is the little groups in schoolrooms where bunchs are tagged on ability or accomplishment in that specif ic schoolroom. This pattern has been customary for reading direction more normally at the simple school degree for a long clip. The same organisation is used by instructors for mathematics direction. The placing of pupils into high, medium, and low groups for mathematics direction is non much practised at the center, junior, or high school degree where there is a inclination for pupils to make less work when placed in little groups ( Slavin, 1990 ) . The outgrowth of such patterns was brought approximately by the prevailing belief that the difference in kids ‘s rational is so great that there is a demand to learn pupils with different ability or accomplishment degrees in a separate category or group ( Oakes, 1986 ) , yet many concerns have come up with respect to the long-run consequence that practising such groupings may do. Grouping of pupils can either take the signifier of ‘ability grouping ‘ or ‘tracking ‘ with a distinguishable difference bing between the two footings, nevertheless a batch of arguments have been raised in line with these footings. The significance of these footings have been observed to change from one school to another, in this instance ability grouping is defined as a state of affairs where pupils are organized into groups in categories in reading direction while tracking is described as the placing pupils into groups between categories, giving academic classs in topics that reveal differences in the anterior acquisition or ability of the pupils. Tracking specifically has generated vesicating argument with critics bear downing that it non merely fails to help any pupil, but that it besides leads hapless and minority pupils into low paths and dooms a immense figure of pupils to a hapless instruction. It does non nevertheless lack guardians who have besides stood house in reasoning that it pupils with high ability pine away in categories with assorted ability. Conversely, some instructors are in favor of ability grouping proposing that most pupils get disappointed when the whole category does non hold on a new thought at the same clip in a heterogenous grouping. The instructors argue that the low-end pupils pull down the high-end pupils, instead than the opposite taking topographic point. The gait of the category goes down and it becomes necessary for a instructor to fix dual lesson programs for every period, one for the high-end pupils and another for the low-end pupils. At some point one instructor acknowledged the fact that ability grouping could be good in certain countries such as mathematics but warned that it should non be practised all twenty-four hours in all academic countries. So as the argument continues, a common land on tracking and ability grouping is difficult to happen, possibly the most general decision between instructors managing this issue is that ability grouping is good in some instances, but non in others, and that it is necessary to be flexible so that trailing of pupils is non done with no clear capableness of traveling from group to group. Though ability grouping is widely employed by schools across the state, it is a really controversial topic. The contention of ability grouping roots from the scarceness of grounds of how pupils in higher acquisition learn best. Do they larn best in homogenous groups? Can pupils ‘ educational demands be best served in groups of assorted abilities? These are the issues that need to be explored profoundly in the recent surveies. There are a figure of definitions that are of import and need to be clarified. These definitions pertain to structural dimensions of ability grouping or tracking pattern. These facets are electivity, selectivity, inclusiveness and range. Electivity is the extent to which pupils choose or are assigned to track places. Students and their parents are urged by pedagogues to do the â€Å" right † pick harmonizing to their capacities. Curiously, Gamoran showed that the more elected a system, the higher were its pupils ‘ accomplishment degrees ( Gamoran, 1990 ) . Selectivity is the extent of homogeneousness within paths. It is the sum of homogeneousness pedagogues intend to make by spliting pupils into groups harmonizing to features for larning. The more selective a system is, the more the organisation of its pupils does non stand for the composing of its whole pupil organic structure and the more between-class differences are accentuated ( Gamoran, 1990 ) . Inclusiveness is the handiness of options for subsequent educational chances ( Gamoran, 1990 ) . In other words, does the direction a pupil receives prepare him or her for farther acquisition of cognition down the route, or does it cut the pupil off from other options. Finally, range is the comprehensiveness and flexibleness of a tracking assignment ; the extent to which pupils are located in the same path across their topics ( Gamoran, 1990 ) .Effectss of ability groupingAbility grouping has a figure of effects on that have an impact on pupil public presentation and they can be categorised as accomplishment, self-concept, anticipations and attitudes, socio-economic care, and chances for acquisition.AccomplishmentIn analyzing the first issue, which is accomplishment, the first inquiry to be answered is what is achievement and how is it measured? Achievement can be defined as the successful attainment of accomplishments. There a assorted ways in which accomplishment can be measured. M ost normally used in the surveies and are considered here are achievement trials and/or classs on study cards. Both measurings allow for a comparing of accomplishments among pupils. Reuman ‘s 1989 survey tried to reply the inquiry of whether or non societal comparings mediate the relation between ability grouping and pupils ‘ accomplishment anticipations in mathematics. While his survey chiefly included information on pupil outlooks of their accomplishment, consequences refering existent accomplishment were besides stated. Mathematicss accomplishment was measured for sixth-graders from a suburban public school territory in South-eastern Michigan utilizing both achievement trial tonss and describe card classs. His findings pertained to within-class and between-class ability grouping. He found that within-class grouping raised high-achievers ‘ mathematics classs. This may be explained by the fact that in a heterogenous schoolroom utilizing within-class grouping, pupi ls of changing abilities were being compared to each other. In within-class grouping the high-achievers were non in competition with all high-achieving pupils. Their classs were being compared with classs of mean and low-achieving pupils and would hence be higher. Conversely, low-achievers ‘ classs would e lower. The antonym was true for between category ability groupings. Reuman found that high high-achievers received lower classs in between-class grouping and the low-achievers received higher classs when compared to within-class grouping. In between-class grouping the high winners are no longer at the top of their category nor are the low winners at the underside. They are now being compared to pupils of similar abilities and their classs reflect that fact. Although Reuman ‘s survey did non concentrate on secondary pupils, it is practical to include this study since it gives a comparing and contrast of within-class and between-class ability grouping and there is a turn ing tendency towards traveling the sixth-grade into the in-between schools. Newfield and McElyea ( 1983 ) looked at sophomore and senior accomplishment differences in remedial and advanced mathematics and English categories as they compared to heterogenous categories. Heterogeneous categories that included low-achievers performed better on the written part of the English trial. Low-achieving seniors and sophomores in the heterogenous categories showed higher mathematics accomplishment. However, homogeneous-grouped categories of high-achieving sophomores and seniors in advanced categories exhibited greater accomplishment in both mathematics and English. No important differences were found beyond these consequences. Sing the effects of ability grouping on within-class accomplishment, Sorenson and Hallinan ‘s survey ( 1985 ) found that grouping additions inequality of accomplishment. Briefly, sing their survey at the difference in reading accomplishment between within-class grouped pupils and heterogenous schoolrooms for 4th through 7th graders from North California, their primary consequence refering accomplishment for within-class grouping was that high-ability groups attained a higher accomplishment than low-ability groups. These consequences were bases chiefly on informations from simple schools and may non straight use to secondary pupils, but this survey has been included in this research paper to add penetration to the topic of homogenous versus heterogenous effects on accomplishment. Testing the effects on the differences between mathematics accomplishments of within-class ability grouping, heterogenous and cooperative-learning grouped schoolrooms, Slavin and Karweit ( 1984 ) conducted two experiments. The first included 4th through 6th graders from integrated, urban, pathless schools in which the instructors were given appropriate preparation. The 2nd experiment included 3rd through 5th grade pupils from rural, largely white, tracked schools with no specific teacher preparation. The topics in these experiments were called untreated, control categories. The ground for carry oning both experiments was to be able to generalise the consequences of their survey to different school state of affairss and locations. In the heterogenous classes the instructors were trained to stress a high ratio of active instruction to seatwork. Mathematicss was taught in context of significance, non in isolation and there were frequent inquiries and feedback. In these categories, instr uctors taught at a rapid gait and strived to increase pupil clip on undertaking. In the within-class ability-grouped categories, instructors were trained to learn with the same constructs as described in the heterogenous categories, but were instructed to distinguish their gait and stuffs for the two groups. In the concerted acquisition categories, pupils worked in heterogenous larning squads of four or five members. They worked on individualised mathematics stuffs at their ain degrees and gait, and the squad members helped one another with any jobs. Slavin and Karweit ( 1984 ) found that the consequences were similar for both experiments. Concerted larning groups and within-class ability groups increased computational accomplishments significantly more than in heterogenous categories that had no grouping. There was a similarity in achievement effects when utilizing the concerted acquisition and within-class grouping interventions. This survey showed that grouping 3rd to sixth grade pupils in some manner is good to achievement when compared with no grouping at all. Again, this survey focused on simple school but did offer concerted acquisition as an option to the traditional usage of either homogenous or heterogenous schoolrooms. There are other research workers who besides conducted surveies on this subject whose findings are summarised as follows. A meta-analysis ( 1990 ) , conducted by Goldring, on the differences in accomplishment of talented pupils between homogenous and heterogenous categories included surveies crossing cla sss three through 12. Goldring found that the higher the grade degree, the more talented pupils benefited from specialized or homogenous categories. Teacher developing for talented plans straight affected pupil accomplishment. Students in particular categories, whose instructors had received particular preparation to learn talented pupils, achieved more than talented pupils in heterogenous categories as compared to pupils in talented categories whose instructors were non specially trained ( Goldring, 1990 ) . Apparently at odds consequences are found in the undermentioned three surveies. Kulik and Kulik ‘s ( 1987 ) meta-analysis included many older surveies dating back to the 1920 ‘s, and they excessively support Goldring ‘s findings that homogenous grouping of talented pupils increased their accomplishment. Looking beyond talented pupils in general, Slavin conducted a synthesis of 29 surveies from the old ages 1927-1986. He found that between-class ability groups, dominant in secondary schools had small or no consequence on accomplishment. He farther said that different signifiers of grouping were every bit uneffective ( Slavin, 1990 ) . Gamoran and Berends ( 1987 ) excessively studied the effects of ability grouping on secondary school and found rather the antonym. They found that ability grouping and tracking did so affect pupil accomplishment and that the differences between accomplishments may hold resulted from fluctuations in pupil academic experiences. Allan ‘s review ( 1991 ) of the incompatibilities between Kulik and Kulik ‘s ( 1987 ) and Slavin ‘s ( 1990 ) findings advises chariness in construing the reappraisals about ability grouping and the gifted. In both surveies, accomplishment was measured by the usage of standardised trial tonss. Tonss of talented pupils are normally high and approach a maximal possible mark. As they come closer to the upper limit, it is hard for these talented pupils, measured in this manner, to demo important academic betterment as they already represent the upper echelon of accomplishment. This effect may assist to account for the differences in consequences of surveies which examine gifted versus regularly-placed pupils. Another job with the usage of standardised trials was that they did non needfully measure what instructors were learning. Allan recommended the usage of teacher-made trials when comparing pupil advancement in homogenous versus heterogenous categories. Slavin include d surveies that used teacher-made trials, but at that place was a job with his choice procedure. He merely included surveies when the teacher-made trials were designed to measure aims taught in all categories. By and large, aims will change among the three ability groups of high, mean, and low and the lone trials that would run into Slavin ‘s standards would be those that tested for minimum aims. Again, this will non successfully show accomplishment additions for norm and high ability categories. Allan stressed that the most harmful facet of the homogenous versus heterogenous contention is the deceits of research workers ‘ findings, particularly Slavin ‘s. some authors may look at Slavin ‘s consequences and misinterpret them to back up their ain beliefs. An every bit detrimental illustration is that some school systems used Slavin ‘s findings to do determinations on gifted or particular instruction plans. In world, Slavin did non include either group in his survey. In scrutiny of accomplishment, non merely should the effects of ability grouping be considered but besides how schools construction their trailing patterns. Different types of tracking systems do hold different effects on pupil accomplishment. What makes a tracking pattern differ from school to school is the extent of accent a system places on selectivity, inclusiveness, range, and electivity. A trailing system which exhibited a high grade of selectivity or high degrees of homogeneousness, t he larger were the differences in accomplishment between each path.Self-conceptIn reexamining the surveies analyzing the effects of tracking on secondary pupils, it was found that self-concept is a really important variable. Self-concept can be defined as the self rating of a pupil ‘s abilities in comparing to his or her other schoolmates. Student self-concept depends on their comfort and adeptness with societal comparing procedures. Self-concept non merely reflects how pupils rate their abilities by societal comparing to other schoolmates, but it besides includes their self-esteem, the manner the feel about themselves. Ability grouping and trailing patterns have a strong consequence on self-concept as the degree or group a pupil is placed affects the variables with which he or she may estimate his or her ain public presentation and ability. For secondary pupils, their self-concept does associate to their group arrangement. In homogenous systems, high-ability pupils rate high degrees of self-concept, while the low-ability pupils exhibited lower degrees of self-concept ( Byrne, 1988 ; Reuman, 1983 ; Spenser & A ; Allen, 1988 ) . A survey following sophomores to their senior twelvemonth found that their self-concept remains changeless for academic paths ( high-ability pupils ) and regular paths ( average-ability pupils ) , but self-concept diminutions for the vocational-tracked pupil ( low-ability ) ( Vanfossen, Jones & A ; Spade, 1987 ) . In heterogenous categories of English and Social surveies, secondary pupils experience higher grades of ego construct and ego regard. Compared to the homogenous categories, instructors, who in this survey were learning to mixed-ability groups for the first clip, perceived elevated degrees of self-concept and self-esteem from their norm and lower pupils ( Poppish et Al, 1990 ) . Low tracked pupils in 11th and 12th class academic categories often compared their abilities to the pupils in high paths and the low-track pupils did see themselves as less capable ( Byrne, 1991 ; Reuman, 1983 ; Vanfossen et Al, 1987 ) . However, in general course of study categories, the low-tracked pupils used societal comparing processes less and placed less accent on academic accomplishments. In these categories, it was found that cognition was non every bit of import as popularity with equals ( Byrne, 1991 ) . Social comparing procedures are an of import go-between of the relationship between ability grouping and self-concept. In a survey of ninth-grade mathematics categories, within-class grouping for high and mean groups positively affects the self-evaluation for those pupils because of the manner they compare themselves to the ability of the other pupils in their category. The low-ability group demonstrated lower degrees of self-concept as they saw that their mathematics abil ities did non be the other groups in the schoolroom. The high-ability pupils compared themselves to pupils who were less mathematically capable and rated their ain abilities high ( Reuman, 1983 ) . In contrast, the self-concept for between-class sorted pupils related to the ability group in which the pupils were placed, i.e. high-ability pupils had high grades of self-concept, mean ability had mean grades of self-concept and low-ability pupils saw themselves as holding hapless mathematics abilities ( Reuman, 1983 ) . Reuman ‘s survey ( 1983 ) besides found that gender plays a function in pupils ‘ self-concept. Unlike male childs, misss are loath to compare themselves academically to others. For these pupils, who do non utilize societal comparing, their group degree strongly relates to their self-concept of their mathematics abilities. The effects of grouping on talented pupils ‘ self-concept showed no important differences between heterogenous and homogenous categories. On of the fabulous advocates for talented clauses is that specialised categories will profit talented pupils ‘ self-concept. However, talented pupils in homogenous, specialised categories do non exhibit higher grades of self-concept than talented pupils in heterogenous, mixed-ability categories ( Goldring, 1991 ) . When looking at the impact homogenous grouping versus heterogenous grouping has on pupils ‘ self-concept, it is of import to see the findings as they pertain to high, mean and low winners in heterogenous, between-class grouping and within-class grouping. It would be lead oning to generalise the consequences of heterogenous versus homogenous grouping for all pupils without looking at these finer dislocations.Anticipations and AttitudesAnticipations, as defined in this research paper, are the hopes and ideas pupils every bit good as instructors bring with them into a schoolroom or to a lesson on how they will win, and what they expect to larn. It is argued that tracking and ability grouping contribute to the inequality of instruction by changing pupil anticipations for successful public presentation and their attitudes towards school ( Oakes, 1985 ) . In her 1985 survey of 25 high schools and 25 junior high school, Oakes found that high-track pupils have higher outlooks for succe ssful public presentation, while low path pupils tend to experience more anomic from their school ‘s educational demands and farther educational chances. In the procedure of analyzing the organic structure of current research on ability grouping for its effects, it was found that much of the literature did non take into consideration anticipations or attitudes as variables. A survey of 9th and 10th class English and Social surveies classes showed that pupils of norm and high abilities had more positive anticipations for their heterogenous categories and their acquisition activities as compared to their homogenous opposite numbers. As the anticipations of the heterogenous pupils increased so did their motive to larn. In this survey, the heterogenous categories were tried for the first clip in this school, which had antecedently grouped homogeneously utilizing between-class groups ( Poppish et Al, 1990 ) . Teacher anticipations play a portion in the impact of ability grouping. In high school history categories, a survey found that instructors have lower anticipations for their low-ability pupils ( Muskin, 1990 ) . This type of instructor anticipation manifests itself in the manner instructors prepare for low-ability pupils. Granted they must take into consideration the lower abilities of these pupils, but these categories resulted blare higher rates of no n-instructional clip. Low-ability history categories were besides marked with a low or non-frequency of critical thought accomplishments, which are skills instructors seem to reserve for their high-ability pupils. One writer ( Muskin, 1990 ) suggests that critical thought accomplishments are taught at a higher frequence to the higher ability pupils because instructors expect high-ability pupils to be more prepared to manage that sort of cognition. Achievement anticipations were measured for 6th graders in mathematics in a 1983 survey. The achievement anticipations are a combination of self-concept of mathematics ability, outlook for high success in mathematics, and the perceptual experience of mathematics as an easy topic. Similar to self-concept, Reuman found that within-class grouping accentuated the sixth-grade high-achievers ‘ positive perceptual experiences and the low-achievers ‘ negative anticipations. This was because higher ability pupils tended to do downward comparings and the low-ability pupils made upward comparings ( Reuman, 1989 ) . This survey ‘s consequences for between-class grouping found that homogenous grouping both raised and lowered the accomplishment anticipations for both high and low-ability pupils. The classs received by the pupils in this survey corresponded to their anticipations. The high-achievers in within-class grouping received higher classs than their between-class opposite numbers. Merely as their accomplishment anticipations were low, the classs of the low-achievers received in the within-class grouping were lower than the low-ability pupils ‘ classs in the between-class grouping. This survey did non except the mean scholars. It found that there was no difference for the achievement anticipations of the average-ability pupils for their within or between-class grouping ( Reuman, 1989 ) . The pattern of ability grouping can impact pupils ‘ attitudes every bit good as their outlooks. In a 1983 survey on high and low achieving sophomores and seniors, it was found that the high winners ‘ attitude were more positive in the homogenous mathematics and English categories, while for the low-achievers, the heterogenous, the heterogenous categories had more positive impact on their attitudes. In comparing tantamount high-achieving sophomores and seniors from heterogenous categories with the homogenous, advanced categories, the survey learned that the high-achieving, homogenous pupils scored higher in positive attitudes toward capable, ego and school. For low-achieving sophomores, positive attitudes toward capable and ego were stronger for the mixed-ability pupils. The homogenous, remedial category exhibited increased marks of apprehension toward their topic. As for the seniors, there was no important difference between their attitudes for capable, ego and school for either assorted or homogenous categories. However, in the topic mathematics, the mixed-ability low-achieving seniors scored somewhat higher in their attitudes toward the topic ( Newfield & A ; McElyea, 1983 ) . From these surveies, it can be deduced that the higher the class, the less the pattern of ability grouping dramas in the consequence on anticipations and attitudes ( Newfield & A ; McElyea, 1983 ; Reuman, 1989 ) . Nevertheless, for in-between school and early high school, anticipations and attitudes are of import facets of ability groupings ‘ impact on pupil public presentation ( Gamoran, 1990, Reuman, 1989 ) . Their function with achievement reinforces the importance of sing anticipations and attitudes when analysing the impact of ability grouping.Socioeconomic position careSome research worker have found ( Jones, Vanfossen & A ; Spade, 1987 ; Goodland & A ; Oakes, 1988 ; Oakes, 1986 ; Vanfossen et Al, 1987 ) that pupils ‘ cultural backgrounds and/or economic position extremely influences their path arrangement. These research workers believed that while ability was an of import forecaster of arrangement, it entirely did non find which ability degree a pupil was placed d uring his or her high school instruction. Oakes ( 1986 ) traced the history of dividing pupils into groups destined for farther academic surveies and others for vocational enterprises, back to the bend of the century. In the early 1900 ‘s there was an inflow of immigrants and emancipated dorsums seeking instruction in the public schools. The leaders in instruction decided that the best instruction for these new pupils would be one which trained them for work, one that would assist them to do a life. Consequently, many research workers ( Jones et al, 1987 ; Goodland & A ; Oakes ; 1988 Oakes, 1986 ; Vanfossen et Al, 1987 ) today have found that non much has changed. Students of higher socioeconomic backgrounds are typical of the academically of high-tracked ability groups whereas minorities and the hapless are disproportionately placed in general or vocational paths. Tracking assignments are by and large based on standardised trial tonss and instructor or counselor judgement. Standardized-test prejudice ad instructor or counselor bias may account for the disproportional arrangement of hapless and minority pupils in low-tracked categories ( Oakes, 1985 ) . Jones et Al ( 1987 ) included in their research the arrangement of pupils into academic paths based on their socioeconomic backgrounds. They used statistics from 1908 informations base entitled the â€Å" High School and Beyond Study. † The sample of topics used in their survey included those seniors of 1982 who had remained in the same path they had been placed as sophomores in 1980. They found that the higher the sum of inclusiveness, the smaller the consequence that pupils ‘ socioeconomic backgrounds had on their location in an academic path. Additionally, the lesser the sum of inclusiveness, the smaller were the societal category differences among pupils in the vocational and ge neral paths. Oakes ( 1986 ) looked at the effects of puting pupils into academic versus vocational paths. She was concerned about her findings on the big per centum of minorities in the vocational plans and found that these plans taught low-level accomplishments for low-level occupations that are in danger of early obsolescence. In contrast, her research showed that a big per centum of white pupils in the academic paths were larning the problem-solving accomplishments needed in readying for the workplace of the hereafter instead than larning accomplishments for water under the bridge occupations of the yesteryear. The ground for utilizing the term â€Å" position care † is because every bit long as minorities and the hapless typify pupils in vocational or low-level ability groups, schools will go on to restrict these pupils ‘ entree to take down accomplishment degrees than their higher-tracked equals ( Oakes, 1986 ) . The findings overpoweringly confirm that the socioeconomic positio n and cultural backgrounds of the pupils influence their path arrangements.Opportunities for larningIn this subdivision, chances for acquisition is equated with equal entree to quality instruction. Opportunities for larning include the sums of direction clip and prep given, the curricular content taught, the stuffs used, the activities engaged in, and teacher presentation. These factors are compared in the ability groups of high, medium and low to make up one's mind if each group is having comparable chances for acquisition and if non, what are the differences. Of the research that discussed chances for larning considered in this paper all agreed that inequalities existed when any sort of ability grouping was used. All of the writers focussed on between-class ability grouping except for Sorenson and Hallinan ( 1986 ) who discussed within-class ability grouping. Trimble and Sinclair ( 1987 ) studied the differences in the curricular content and instructional methods of United States history categories across the three ability groups in six Massachusetts high schools. Muskin ‘s research ( 1990 ) besides used the United States history categories from six high schools to analyze the differences in chances for larning in awards, regular and basic categories. Both Goodland and Oakes ( 1988 ) , Lake ( 1988 ) , and Oakes ( 1986 ) presented a sum-up of findings from old research. All of these writers agree on the undermentioned findings. A higher per centum of clip was devoted to instruction, clip on undertaking and prep in the higher-tracked categories than in the lower paths. High-tracked, college-bound direction emphasized analysis and critical-thinking accomplishments, while non-college edge direction concentrated on rote memory and low-level cognition accomplishments ( Goodland & A ; Oakes, 1988 ; Lake, 1988 ; Muskin, 1990 ; Oakes, 1986 ; Trimble & A ; Sinclair, 1987 ) . In many instances, instructors in low-ability categories spent more clip commanding behavior jobs which resulted in reduced acquisition clip, than did instructors of high-ability categories ( Goodland & A ; Oakes, 1988 ; Lake, 1988 ; Muskin, 1990 ; Oakes, 1986 ; Trimble & A ; Sinclair, 1987 ) . Trimble and Sinclair ( 1987 ) besides talked about the affectional ends of the United States history categories. Affectional ends as they apply to United States history describe instructors ‘ attempts to develop a sense of broadened feelings for the humanistic disciplines and cultivate a desire to go good citizens. The affectional sphere does non concentrate on the memorisation of facts and figures ; instead it develops an grasp for what pupils are larning and how it applies to their day-to-day lives. This can be generalized to all school topics. There was a disparity in the clip devoted to affectional ends between the high-ability categories and the low and mean categories. The high-ability classes spent more clip prosecuting affectional ends while the low and mean categories spent more clip on the memorisation of facts ( Trimble & A ; Sinclair, 1987 ) . Findingss refering instructor outlooks seemed to impact on the chances for larning. Some instructors enjoyed learning the higher ability classes more than the lower ability 1s and accordingly this was reflected in their lucidity of presentation, undertaking orientation, enthusiasm, effectual usage of stuffs and the assortment of activities planned for their categories. Teachers of higher ability categories demonstrated a higher degree of all the features merely mentioned than instructors of lower grouped categories ( Lake, 1988 ; Oakes, 1986 ; Trimble & A ; Sinclair, 1987 ) . While the above consequences referred to between-class grouping, Sorenson and Hallinan ‘s ( 1986 ) research survey concentrated on within-class grouping in upper simple and in-between school classs. They found that because a instructor ‘s instructional clip was divided between three ability groups, there was less chance for larning because there was less direct instructional clip devoted to each group. While these sorted pupils in heterogenous schoolrooms may hold received less direct instructor direction, the direction they did acquire may hold provided for more acquisition. Students were taught in smaller groups and direction was adapted to their abilities. Small, homogenous groups instead than one big heterogenous group facilitated acquisition. Both Gamoran ( 1990 ) and Oakes ( 1985 ) researched the effects of tracking on pupil and educational results. These research workers found that there were content differences between high and low-tracked categories. In school, p upils can merely larn to what they are exposed. Oakes ( 1985 ) writes â€Å" Yet it is clear from the research on tracking that the pattern constitutes a authorities action that restricts pupils ‘ immediate entree to certain types of instruction and to both educational and occupational chances in the hereafter † ( p. 189 ) . Whether or non the same content was available in each path degree, the differences in sum of clip devoted and the instructional manner used, straight affected what pupils learned ( Gamoran, 1990 ; Oakes, 1985 ) . It is clear from the surveies cited in this subdivision that inequalities sing chances for larning do be when tracking or ability grouping is used.DecisionThe surveies and articles which have been reviewed seldom agreed on the benefits or harmful effects of ability grouping. The balance of the available grounds does propose that grouping affects achievement, self-concept, anticipations and attitudes, and chances for larning. While these four issues are affected by grouping, ability grouping is affected by socioeconomic position. One must retrieve when comparing the effects of heterogenous and homogenous categories ‘ accomplishment, three types of schoolroom constructions are being evaluated: heterogenous or whole-class direction, within-class ability grouping, and betw een-class ability grouping. Generally findings are different for each construction. When looking specifically at within-class grouping, it is found that high-ability groups attain a higher accomplishment than low-ability groups ( Reuman, 1989 ) . In comparing to heterogenous grouping, within-class grouping and concerted acquisition groups are more good to achievement ( Slavin & A ; Karweit, 1984 ) . In consideration of between-class ability grouping, widely used in secondary schools ( Slavin, 1990 ) , low winners received higher classs and high winners received lower classs ( Reuman, 1989 ) . When comparing between-class grouping to heterogenous categories we found that high winners in advanced-tracked categories showed greater accomplishment than high winners in heterogenous categories ( Newfield & A ; McElyea, 1983 ) . Summarily, ability grouping is non needfully harmful, but the pattern of ability grouping unsupported by an overall educational intent can take to ill-defined effects on pupil educational results and public presentation in mathematics. It is a recommendation that any school seeking to re-evaluate their grouping system should take into consideration the pupil organic structure composing, the intent of ability group arrangement and the coveted educational results. Before following any ability-group method, one needs to see their school ‘s committedness to teacher preparation, ability to back up staff and the benefits of the employment of concerted acquisition as an instructional method.

Canterbury tales: The Wife of Bath and the Pardoner Essay

Similarities and differences are easly spotted in a work of fiction. Alot of the time the author will make it very clear what he or she is trying to portray through their similarities and differences. In the Canterbury tales the autthor makes sure that you know that there are alot more differences than there are similarities. For example the Wife of Bath and the Pardoner, they are very different stories but the author seems to tie in their similarities and differences. In the Wife of Bath and in the Pardoner there are many similariries and differences between the two tales. In the tales one of the similarities is that they both have experienced the world. There is one difference between them just in traveling around the world because the Wife of Bath experienced the world by traveling and also in a sexual sense. She goes on for a while in her tale about how she would be the best person to talk about marriage and how you can make it work, or how it wont work. And she states that she ahs the right to say this because she has been married fiive times, and she knows what will and wont work in a marriage. One of the big reasons that she said all of this is so that she can destroy the idea that men are the dominate species and they have a strong power over women, and that if women are given everything that they need, want, and desire, then thhey will be willing to do anything that their husbands want and they will be faithful to them always. While these stories are exptremly different in what they are talking about there are still a few things that they have in common. The Pardoner is all about the journey to canterbury and how they decidd to make the journey a little more bearable so they decided to have a story telling contest. So they decided have each of the men tell a story on their way to canterbury and on their way back and the Inn keeper will decide on the winner. Except for the fact that they never got to finsh their stories on the way back becase the Pardoner dies and their is never a clear winner. Sometimes the author wants you to be able to notice the similarites and differences within a peice of fiction. Sometimes it is hidden but other times, such as in this case they are very obvious.

Comparative politics wk2 Essay Example | Topics and Well Written Essays - 1000 words - 1

Comparative politics wk2 - Essay Example Since Vladimir Putin orchestrated the consolidation in 1999, the problems of centralized power continue to haunt the society as the political, geographic, and economic powers among others continue to reside in wealthy individuals close to the leadership (World Savvy Monitor, 2008). The over centralization and some policies enacted, deny freedom not only to the citizens, but also to the foreigners. It is always difficult for people to exercise competition, within areas where democracy is not fully embraced. The power of democracy links electoral result as means of instigating political parties and strengthening competition. During president Putin’s era, several reforms in the Electoral body took place, which have limited political competition. According to Shishlov (2004), â€Å"the December 2002 law on elections of state Duma Deputies shortened campaign period, limited the conditions under which candidates could be removed from the ballot, imposed restriction on media coverage and expanded the Central Election Commission’s Authority over subordinate regional elections commission.† The political system of the Russian federation is centralized giving the few (president, prime minister, federal assembly, and the multiparty political system) concentrated power to exercise control over the resources and the society. Through this, the president uses his power t o appoint important government postings to groups of elites loyal to the Kremlin, 75 percent coming from the Russian security forces to serve in the Russian corporate sector higher ranks (World Savvy Monitor, 2008). Often, the appointed individuals serve as state machineries and various functions of different departments have been altered by the centralized power, to act as administrative instruments. According to Shishlov, â€Å"single centre of power controls everything; the media, the secret services, business, the courts, parliament and the elections†

Theory and Knowledge Development in Nursing Essay - 4

Theory and Knowledge Development in Nursing - Essay Example Metaparadigm of nursing involves its global concept, global propositions in accordance with the concepts and such propositions as those that define a relationship between concepts. Such concepts are such as pain and blood pressure that aid communication between a nurse and the patient. The metaparadigm of nursing was established in 1970 and demands that its scope revolve around, health, environment, person and nursing. Metaparadigm internationally emphasizes professionalism in nursing as a field. It defines the peculiarity of nursing among other sciences for the sake of the public. They also define broad interests of nursing and provide perimeters for nursing. In intensive care unit for example some of the concepts that are spread to become conventional involve caring as a primary aspect and value of nursing. Further, nurses in critical care, nurse educators a home nurse can be described as being metaparadigm. As a critical nurse, I share the same aspects of environment with the home nurses and nurse educators. The most important is especially the patient around who I center my attention and his health (Pavev, 1953). We create the same environments for such patients and provide them with similar nursing values like care around the world. In this context therefore, conventionalism of the concepts we use define the profession in an international setting common ground for nursing universally. Nursing revolves around certain truths and basic values that define its profession. It is also based on ethical principles that enhance its acceptability as legalistic and useful in its specialty to deliver reliable promise to service. Nursing is based on such philosophy as builds faith in persons and gives them hope while acknowledging technicalities in process of delivery such services. It communicates with the persons in public to inform them of virtues and truths that are incorporated when

Womens Suffrage Movement in United States Research Paper

Womens Suffrage Movement in United States - Research Paper Example Change touched several issues for instance the entire social system of the United State faced some change, the political arena and duty sharing on the ground of sex. Basically, women were fighting to rescue themselves from what they termed as oppressions from the male. With the desire and positive attitude, they had, plus the strong personality of the leaders, the movement â€Å"women suffrage in United States†, witnessed a success that would be thought to be a difficult phenomenon for women. However, today women in the federal government of the United States are enjoying the struggle of other women, who pioneered for their freedom. The bill concerning the right to vote is a proof. In this essay, the struggle for the women suffrage movement is analyzed to a certain considerable degree. Introduction The fight for women reforms commenced in the year 1848. This occurred prior to the women rights convention, which took place in Seneca Falls near New York. According to the article (women suffrage in America) by Curry, it is pertinent to note that the supporters of women suffrage decided to educate the public about the validation of women suffrage. This was a fifty-year plan for knowledge instillation in women. Having illustrated that it is right to illustrate that this essay will outlines the impact of women movement on political, cultural, and economical aspects of the United States on its society (Han 71). A bit of history affirms that the movement had to climb some huddles in achieving their goals. First, as any other movement, this women movement faced several challenges, and since their effort was to move ahead, they formulated a way out. One of their challenges was that, the movement faced was opposition from the politicians, where according to the article (women movement), they faced unwillingness from the politicians. Thus,  they had to navigate and make their ends meet by creating the means of countering it (Rosenfeld and Kathryn 258). They fought to win the right to vote (Knappman and Kathryn 130). Due to this reason, suffrage became a mass movement. It follows that the movement had a broad spectrum of goals. However, they thought it better to narrow down on solely securing the franchise for women. Thus, they geared up their fight by the use of political influence. They went ahead to empower or rather to equip the women with political knowledge, form those who were the early pioneers. It is for this reason that up to date; this movement is still in existence. They understand the political path of the United States, and this is what made them attain their goals. According to history, it is wise to note that the pioneer gathering whose aim was to devote women rights in the U S occurred in 1848. Here, the principle organizers were Quaker who was an abolitionist and Elizabeth Candy who at that time was a mother of four from the upstate. With two thirds being women, the gathering declared their sentiments, resolutions, and grieva nces that pointed on the independent declaration. It is pertinent from the above that this movement had a big influence on the political aspects of the United States. In addition, the women reformers also addressed the phenomenon of institutional as well as social barriers, which was a limitation to women (Willis 123). Some of the addressed issue touched the aspects of family responsibilities, lack of economic and educational opportunities, and they need to have said in the political debates. In doing this, they strove to challenge their male counterparts in order to gain access to various opportunities equitably. It is noted today that, this movement has so far played a

Fighter Jets Speech or Presentation Example | Topics and Well Written Essays - 1250 words

Fighter Jets - Speech or Presentation Example The role of the air force could be divided into the following tasks: interdiction, close support, bombing, reconnaissance and air superiority. Interdiction is the task in which the air force intercepts an aerial target as it is moving towards its destined objective. Close support means the air force will provide lead aerial fire support against opposing ground or sea targets. Reconnaissance is the observation and gathering of enemy presence and movement from a safe distance. Air superiority is the task of securing the airspace of a battle-zone to ensure control of aerial advantages. In the case of air superiority, victory lies in the side that have the better skills and an even a near equal measure of equipment. The only way of getting rid of opposing air superiority is by either having the better pilots and planes, or by having the ground forces have a superior anti-air defense system and weaponry. Fighter jets could make use of either auto-cannons or different kinds of missiles to destroy aerial targets. Auto-cannons are used when aerial combat has become a close ranged dogfight. Missiles are used differently, depending on its kind and size. Some missiles are heat-seeking types which home into any heat signature found in the radar sight. Radar-guided missiles are missiles that are guided to a target based on the direction the radar bore-sight is aimed on. In combat, pilots of fighter jets would either have to maneuver their way from getting shot down, or make use of different countermeasures like flares, chaff or jamming systems, to avert any enemy weapons from hitting them. It should be remembered that the introduction of jet aircrafts, despite being a scientific and engineering endeavor, is a co-related to the arms race of military powers in gaining advantages of air power and superiority. During the First World War, the concept of air warfare was born and put into its early stages of application. While most critics in the military circles that time express ed that aircrafts in warfare will just be relegated to a purely reconnaissance role, a handful of visionary and forward thinking military officers and theorists saw the great potential of aircraft in more combative roles in future wars to come. The latter among the two sides were very much correct. Come the Second World War, the world’s powerful military nations already developed a formal and fundamental doctrine for their air forces. It became apparent to military leaders in the world’s leading nations that control of the air would limit the role of enemy ground and maritime forces since aircrafts literally have the sky as the limits unlike the armies and navies. Germany and Russia developed their air force doctrine to play a close combat support in tandem with their ground forces with respect to combined arms tactics and strategy. The British pursued a more active air superiority and defense role for its aircraft, while developing long range strategic bombing strateg ies with the Americans later on. The Americans and Japanese developed the basis for naval aviation as they produced aircrafts designed to operate on naval aircraft carriers. As the war dragged on, Germany’s air force also developed into air superiority roles as they switched into a more defensive strategy. As the war prolonged during the Second World War, the nations at war would pour a great deal of effort in trying to get the advantage over their adversary by

Human Resource Management. Toyota Essay Example | Topics and Well Written Essays - 3500 words

Human Resource Management. Toyota - Essay Example Further the Personnel Management functions of the concern also focus on enhancing the dimensions of awareness and development of existing operating methods for people relating to the administrative and engineering department. In that the individuals are encouraged to enhance their operation knowledge through the use of self study programs. The personnel managers at Toyota also incorporate the system of flexibility at work to reduce the element of work stress. Moreover the people at different levels along with the management staff of the company are continually empowered to take decisions on their own while incorporating the elements of creativity and innovation to transform or revolutionize the existing organisational environment (Hino, 2006, p.152). Human Resource Management at Toyota Human Resources Management initiatives of the company firstly focus on integrating the employees both at the individual and at the group level with the organisation in total. Thus welfare and development of the individual people in the concern are taken as an integral part in meeting the large organisational goals of the concern. Further the human resource managers also focus on enhancing the commitment level of the people in meeting the objectives of the concern. Moreover the human resources management practices in Toyota also render enhanced focus on the system of adaptability through the process of job rotations wherein an individual is required to perform different roles in the organisational setting. Management at Toyota also introduces several benchmarks to evaluate and appraise the performances of the individuals in terms of processes followed and achievements gained. Initiatives like conducting employee appraisals depending on benchmarks and thereby augmenting their pay scale s based on such along with development of communication activities through the mode of briefings and cross-departmental trainings contribute in the total development of the people involved in the operations of the concern (Toyota, 2003). Human Resource Management and Organisational Objectives of Toyota The Human Resources Management processes in Toyota focus more on training the organizational people to develop their potencies to render effective servicing and in enhancing the quality aspects in terms of the services and products generated and produced. To fulfil the goals of

Law Enforcement Culture Term Paper Example | Topics and Well Written Essays - 750 words

Law Enforcement Culture - Term Paper Example These cultural forces do not allow one to report any form of irregularity that another police officer engaged in even if you do not agree with it. This could be corruption incidences, illegal use of force to the public or any other acts not in line with good police rules and regulations. In essence, shapes what is right or wrong as amongst them whether or not it’s in the book. Those who violate this kind of norm are met with severe sanctions from, not just the officer on the wrong but also the entire workforce. This sanction may include even physical assault on each other. Some writers have argued that this kind of culture grows stronger because generally police officers feel alienated, (Dellattre, 1994), and the only people who can understand them are other police officers who are able to identify with their specific problems and so they need to participate in the code of silence for them to feel accepted. Since police institutions are filled with injustices, hard punishments and corruption of the superiors, most of the police officers feel that their workplace has largely victimized them and use this excuse to engage in misconduct. Then if they are caught in their acts, they will manipulate other officers or even engage in arm-twisting to escape punishment. Participating in the code of silence is their way of not just achieving a sense of belonging but also of hiding away from punishment from their misconducts since no other colleague will be testifying against them. Effective Communication and Proper Presentation of Oneself Since talking to the superiors about a colleague’s misconduct is against the culture and may result to sanction from one’s peers, it is important to be careful if you are planning to maintain good morals and dignity in the workforce. First of all, effective communication is paramount, (Anonymous, 2006). Good communication will help other police officers feel accepted in their workplace to drive away their feelings of victimization and frustration. They need to accept their job and the challenges that come with it. It will help them maintain a positive attitude when they are working and they needn’t try and drown their frustration on innocent citizens or in drugs. One also needs to ensure that there is a good channel of communication with the superiors through which the police can air their grievances. The police administration needs to know the things that their subordinates are not comfortable with, whether it’s in promotion, way of carrying out discipline or other issues. All functions of the administration should be performed fairly and in transparency so that no one is left with feelings of bitterness and resentment. Those who have been caught in any form of misconduct should be justly punished so as to deter others from doing the same and to make them see that justice is being done. Ethical training amongst the police force should be advocated for which will instill upon them a sense of dignity and responsibility not to engage in certain acts. Further, one needs to carry themselves with dignity and needn’t succumb to the vices of their colleagues. They should be the ones to correct their colleagues when they are about to engage in misconducts and give them warnings against doing the same. He should not be afraid to condemn wrong actions as well as congratulate good behaviour and as such, be the custodians of good morals within the institution. For the few who

Assessment of the Terrorist Threat of ISIS and AQAP Research Paper

Assessment of the Terrorist Threat of ISIS and AQAP - Research Paper Example ISIS (the Islamic State of Iraq and Islamic State of Iraq and al-Sham, formally referred as the Islamic State of Iraq and al-Qa‘ida in Iraq) was formed by Sunni extremist Abu Mus‘ab al-Zarqawi in April 2004.   The formation of this group was immediately followed by a declaration of its allegiance to Usama Bin Ladin. Since its formation, ISIS has been constantly targeting both the coalition forces and the civilians using sophisticated tactics like VBIEDs (vehicle-borne improvised explosives devices), hostage execution and suicide bombers. This has been used to mount up pressure on foreign companies and countries to leave Iraq, discourage Iraqis from supporting the United States and the government of Iraqi and lastly to attract more cadre to its ranks. Al-Zarqawi’s was killed in June 2006 and in his place came Abu Ayyub al-Masri who changed it to the Islamic State of Iraq in October the same year. With support from another Iraqi national called Abu ‘Umar al-B aghdadi, this new group sought to politicize the group’s terrorist actions and put an â€Å"Iraqi face† on their activities. In 2010, the leadership changed and Abu Bakr al-Baghdadi assumed the top leadership following the death of both Umar al-Baghdadi and Abu Ayyub al-Masri. Under his leadership, the group continued undertaking high-profile terror attacks across Iraq. Isil expanded its ranks via prison breaks and incorporation of fighters welcomed from the Syrian conflict. In 2013, Abu Bakr al-Baghdadi openly declared the group’s existence in Syria.   All through its existence ISIL has had a sharp disagreement with al-Qa‘ida o account of the ideological differences. This drift widens in the later years and culminated in early 2014 by Al-Qaida disowning the relationship that had existed since 2004. Isil responded by declaring al-Qa‘ida unfit for Usama Bin Ladin’s legacy and in turn stated its position as a better show of jihadists. In the mid-June 2014, ISIL undertook major efforts that sought to overthrow Iraqi Government.

Nelson Mandela Essay Example for Free

Nelson Mandela Essay Nelson Mandela was a man of honor. A man who sacrificed his life for the betterment of others. He was born July 18, 1918 in South Africa. He grew up in a segregated country. He later became an activist against apartheid. He protested and paraded the country. He got arrested and spends the next 27 years in prison. He still did not give up the fight against apartheid. After getting out of prison he became the first democratic elected president of South Africa from 1991 to 1997. After his presidency he created several nonprofit organizations to help and make South Africa better. Nelson Mandela was a man who doesnt care what people say or think about him. He always does what he thinks is right even when the majority disagrees with him he still goes on doing what he thinks is best. When he started fighting to end apartheid, he knew that he was sacrificing his life. He knew that his life was shortened. That death was near, but he doesnt care because he knows that his sacrifice will pay off eventually. Nelson Mandela was born in South Africa. All through his childhood, living in South Africa as a black man was brutal because of the apartheid. There was different school for black children. Restaurants were segregated, maids were used as slaves. Growing up, the rule at that time was that at 6 pm, a siren would sound, which meant that no black people were allowed on the streets after that time. If they are caught by the police they had to show prove of identity. If they couldn’t produce this, they were arrested and put in jail. Black South Africans owned noting during that era. No houses, no cars and they weren’t allowed to have accounts of any kind. Even at the mall there were different bathrooms for white people. Park benches were segregated public water fountains were segregated. Almost everything starting from the public transit to owning an apartment was separated between whites and blacks in South Africa. In 1961, Nelson Mandela became leader of the armed wing branch of government. He protested all over the country, sabotaging the apartheid government. Since the non-violent way of trying to end apartheid is not working, he devices a plan which call to destroying several government buildings. Such as, the post office, the police station and other government offices. It worked great until citizens started getting killed in the buildings. The police arrested him on numerous occasions, with no solid evidence they let him go. Finally they arrested him for treason and sabotaging the government. After getting arrested he was sentenced to 27years in prison. In the winter of 1964, Nelson Mandela arrived on Robben Island where he would spend 18 years of his 27 years prison sentence. Put in a small cell, with no bed, just a bucket for a toilet, he was forced to do hard labor in a quarry. He was granted one visitor a year for 30 minutes. He could write and receive one letter every six months. But Robben Island became the place, which transformed him. Through his intelligence, charm and relentless pursuit, Mandela eventually controlled even the most brutal prison officers to his will. He gained leadership over his prison mates and became the head of his own prison.

Essay on Fundamental Rights and Duties

Essay on Fundamental Rights and Duties Rights and duties play an important part in the development of a nation or the growth of an organization. Rights on the one hand give an individual an opportunity to be a part of development process while duties on the other hand make an individual obliged to play a part in the development. As a citizen of a democratic country we all are privileged to have some fundamental rights. But, apart from these rights we also have fundamental duties which we rarely talk about. Moreover responsible citizenship is not just about enjoying the fundamental rights and performing the fundamental duties mentioned in our constitution but it is about going beyond those duties. We always harp on our rights where ever we can and neglect the duties we generally have. As a citizen of our country we enjoy the rights of a privileged citizen and often we complain of the governments inability to provide services. Similarly in an organization, as an employee or a student in an institute we complain about the inadequacies of the system. But when it comes to our duty for the nation or institute, most of the times we are not aware at all. For instance as a responsible citizen, we have the duty of protecting the public properties, which we do not hesitate to destroy while protesting or demanding our rights. Destroying street lamps, burning tyres and vehicles, disrupting traffic are the common phenomena seen at the protest sites. Do we really need to do this? Have we ever realized the losses we cause to our country or organization in this manner? Do we ponder for a moment, how much effort it takes to build those structures? As countrymen we also have a duty to be patriotic towards the country and be humanitarian towards our country men. We also have a social responsibility as a good citizen. But do we perform all these duties? The answer is either a clear No, or partial Yes. We do not pay taxes in time and some of us also try to avoid taxes by questioning its worthiness while being more selfish. We expect government to do everything, without us contributing anything. Most of the unpaid electricity and telephone bills even by people who can well afford to pay those few bucks are a bit astonishing. When we feel our values to be endangered we draw in the attention by retaliating in a particular way. Take for instance, the case of attack on the girls in a pub in Bangalore by some self proclaimed flag bearers of Indian culture who thought that their (girls) presence in the pub was against the Indian culture. But they forgot that women have always been regarded and have a special place in Indian society and u sing force against them is not encouraged in Indian traditional culture. Respecting elders, honesty, veracity, non violence are some of the values of Indian Culture and these as such becomes a duty on the part of us to follow them if we really are conscious of our right to protect the Indian culture. The incident mentioned above just shows how careful we are about our rights and not our duties. The topic is basically about being a responsible citizen; its about deserving first and demanding later. The selection of this topic is slightly influenced by the speech made by our former president Mr. Abdul Kalam Azad YOU say that our government is inefficient. YOU say that our laws are too old. YOU say that the municipality does not pick up the garbage. YOU say that the phones dont work, the railways are a joke, the airline is the worst in the world, mails never reach their destination. YOU say that our country has been fed to the dogs and is the absolute pits. YOU say, say and say. What do YOU do about it? Take a person on his way to Singapore. Give him a name YOURS. Give him a face YOURS. YOU walk out of the airport and you are at your International best. In Singapore you dont throw cigarette butts on the roads or eat in the stores. YOU are as proud of their Underground Links as they are. You pay $5 (approx. Rs. 60) to drive through Orchard Road (equivalent of Mahim Causeway or Pedder Road) between5 PM and 8 PM. YOU comeback to the parking lot to punch your parking ticket if you have over stayed in a restaurant or a shopping mall irrespective of your status identity. In Singapore you dont say anything, DO YOU? YOU wouldnt dare to eat in public during Ramadan, in Dubai. .. YOU would not dare to speed beyond 55 mph (88 kph) in Washington and then tell the traffic cop, Jaanta hai sala main kaun hoon (Do you know who I am?). I am so and sos son. Take your two bucks and get lost. YOU wouldnt chuck an empty coconut shell anywhere other than the garbage pail on the beaches in Australia and New Zealand. Why dont YOU spit Paan on the streets of Tokyo? Why dont YOU use examination jockeys or buy fake certificates in Boston? We are still talking of the same YOU. YOU who can respect and conform to a foreign system in other countries but cannot in your own. You who will throw papers and cigarettes on the road the moment you touch Indian ground. If you can be an involved and appreciative citizen in an ali en country why cannot you be the same here in India So lets put a full stop in complaining about the system. This system is created by us what and we are the system. Lets look at what that can be done by us and what not. Everyone has a duty to be a responsible citizen. But unfortunately, not everyone takes this responsibility seriously. There are plenty of people the world over who do not know what being a responsible citizen means and they are the people who destroy our communities. For being a responsible citizen results in a happy and harmonious community if everyone else does the same. 2. Responsible Citizen Being a responsible citizen covers many areas some of them legal obligations, some social and some moral. So of course, because not all of them are legal obligations, being a responsible citizen is not as easy as staying within the law. In fact, to be a truly responsible citizen, we sometimes must go out of our way to do things which help our society give a little of our time and effort for the greater good. 2.1 Legal Obligations No one can be a responsible citizen without staying within the law. It is as simple as that. Criminals, by their very nature, are not behaving as responsible citizens. Laws exist to protect citizens, the communities they live in and their property. So to be a responsible citizen, we must respect these laws and abide by them. Harming others or others property does not equate to being a good citizen. 2.2 Social Obligations Social obligations really form the bulk of being a responsible citizen and what this means. To be a responsible citizen, we should help our communities and those who live in them. So, being a responsible citizen can encompass things such as volunteering. Volunteering, the third sector is worth billions to our economy and even more to those who are helped by volunteering. But in the interests of being a responsible citizen, this could include smaller things too. So, volunteering for the Samaritans is a noble job to do and one which is certainly needed. But the elderly lady who lives alone may need someone to do her shopping and this demonstrates responsible citizenship just as much as volunteering in an organisation. Other social obligations of being a good citizen can include things such as helping local businesses. This may means buying the meat for Sunday dinner from a local butcher rather than a supermarket, or using a small local bookstore rather than the internet. Being a responsible citizen also means being involved in our communities. This may be demonstrated by being on the school parent teacher association or the village hall committee. It may be as simple as attending events organised by these people. 2.3 Moral Obligations Moral obligations of being a responsible citizen are harder to pin down because different people have different moral codes. But one place we can all start is in helping the environment. The environmental problems society is facing are of our own making and we all have a moral obligation to do what we can to change this. So by living as environmentally friendly life as possible, we can help fulfill our moral obligations of being a responsible citizen. Taking recyclables to be recycled and using a compost bin are two easy ways and there are many more. And they can be linked in with other obligations. For example, if you have a compose bin but no plants to use the compost on, you could give it to people who have plants but live alone, making them less likely to generate a huge amount of compost themselves. Being a responsible citizen should not be a hard thing but it should be something which occasionally requires a little extra effort. This is because being a responsible citizen is, at its core, about being a less selfish person, and putting the needs of society before your own needs. It does not means you have to sacrifice all your free time to volunteer or help others, but it does means taking a little time to think about the impact of your actions on others. A NATION IS HELD TOGETHER BY SHARED BELIEFS AND SHARED ATTITUDES. THAT IS WHAT ENABLES THEM TO RISE ABOVE THE CONFLICTS THAT PLAGUE ANY SOCIETY. THAT IS WHAT GIVES A NATION ITS TONE, ITS FIBER,ITS INTEGRITY, ITS MORAL STYLE, ITS CAPACITY TO ENDURE. -JHON GARDNER 3. Beyond Fundamentals: 3.1 Voting: India as we know is one of the youngest country of the world. More than 50% of its total population is between 20 30 age group, so it has immense probabilities of becoming a global powerhouse. As a country of energy, a country of youthfulness as a country of vibrant young engineers, dynamic technocrats, promising scientists, enthusiastic sportspersons, India has become the cynosure of world. But this country of youths has another face as well. Imagine a case where we are sitting in our drawing room and watching the morning news ..the media persons showing some of our well known leaders taking money for supporting other party or for any other malicious reason. The first thing we do is we start blaming our political system, we never think even for a while that have we played any role in strengthening this system? Have we not contributed in establishing this system of power politics? Have we not chosen these cunning politicians? Werent we influenced by the inflammatory speeches that were deliberately made to create some fire? The modern political system is all about power and money. If we see the profile of a recently elected MPs we will find that almost 300 members are billionaires. Do they really represent the India whos 22% of population is still below poverty line? Arent they the product of this power politics? Isnt the modern Indian politics driven by selfishness instead of the interest of social service? Dont we prefer going according our interest in spite of national interest According to a recent survey majority of the Indian youth especially those living in cities dont go for voting. They prefer going to cinema or watching television. instead of going to polling booths. This is certainly not going to change the scenario. If we really want to change the country, If we really want the tradition to change we have to participate in the elections or at least we have to make sure the person we are going to chose as our representative should be a person of will and a person having an intension to work f or the society, for the country. So the youth of the country and the rich class need to show interest in voting and deciding the future of the country. 3.2 Respecting National Emblems Bertrand Russell once said, Love for your country should be of an extreme nature. Modern era is the era of cut throat competition, an era of hectic schedule, a lifestyle of burgers and pizzas, an age of pubs and discos. The young India is lost somewhere in this euphoric illusion. We hardly remember the martyrs, the independence or republic day is like a holiday for us, we dont even bother to stand up in respect of our national anthem. Our national tricolour doesnt make us feel proud any more. We boastfully talk about patriotism but when it comes to show it we deliver a little. Our attitude comes in between !!! The time is to respect the national heritage, the pluralistic culture of our country and more importantly respecting the people of India. 3.3 Cleanliness/Showing Right Attitude We always cry about the prevailing sanitation problems in our cities. The piles of garbage around our houses and for this we doom the municipality, again comes the famous word system that has been saving our faces to be unveiled and have saved us from disgrace. Do we ever think about the way we behave in our daily life? Do we ever evaluate our attitude? Most of us have the habit of spitting on road while walking, putting garbage on roads in stead of dustbins, we spit on the platforms, in the corners of our offices, classrooms, we dont look for a dustbin after having a coffee or after having a chocolate, we scribble on our benches in our classrooms, we make ourselves immortal by writing on our monuments and finally making them dirty and ugly. We go to our pilgrimages with an immense sense of respect and make them dirty with sheer ignorance !! The solution is that we should always try to change our habit in a positive way. Instead of waiting for the municipality to work we should take the responsibility to make our neighborhoods clean. Its all about changing our attitude. As William James has rightly said The greatest discovery of my generation is that human beings can alter their lives by altering their attitude of minds So what if the municipality is not working properly, its our neighborhood and finally its our responsibility. if we become sincere about our duty everything will be fine. A famous quote goes like this. You improve, the world will get improved. So if we want this world around us to improve, if we want the system to be perfect and smooth we have to take the responsibility. 3.4 Following Traffic Rules One of the common instances in our daily life we see or we do as well is that not following the traffic rules. We dont stop for the red lights and when we are caught we try to settle it down by bribing the policeman. If we have been in Germany we would have stopped for the red light even at the mid night. If we follow the rules in Germany cant we do it in our country? We need to respect the signals. If one starts before the green signal, others will automatically follow him, saying no one is following the rules. Why cant we be the one to follow it? We complain that the traffic police always ask for bribe, why do we allow ourselves to be caught in such a scenario (Exceptions apart)? Few easy things that one can follow Stop for Red signal Start only when Green signal is on Using seat belts while driving Parking our cars only in the designated area Not overtaking on bridges or wherever it is mentioned not to. Wear a helmet when we drive a two wheeler. Dont use mobile phone while driving Dont drink and drive(so that you save your life and others life as well) Avoid overloading or riding three persons on bikes 3.5 Pirated CDs and Books We always cry for the prevalent adulteration in the food stuffs and other daily use stuffs, we often complain about the duplicity of the products available in the market. But we hardly bother when it comes to buy a CD cassette or a book and what is the reason? it is cheap in the veil of this statement we hide our crime. Dont we support crime when we go for this kind of shopping? So make sure when you go to buy a CD cassette or a book doesnt buy a pirated one. By this you are contributing in nation building and at the same time you are paralyzing the system of duplicity and cheating and finally you motivate creativity buying a pirated edition of a book is a kind of insult to the author, so make sure we dont insult the creativity when we buy any book next time. 3.6 Respecting Values The one thing every Indian is proud of is Indian culture, Indian values. We boastfully talk about the culture of sacrifice and forgiveness, respecting elders, honesty and truth, non violence etc. we proudly talk about our ethics but sadly gone are the days .we no more respect our so called Indian heritage of honesty and truth and these are being derided in this culture of i-pods and 3g technology the cut throat competition and our willingness to succeed provokes us to use short cuts and we call it smartness so what exactly we need to do? We need to stand firm for a cause; we need to compromise with the compromise this time we need to kill the devil inside that motivates us to use shortcuts for success. As Henry Fielding has rightly said Let no man be sorry he has done well; because others have done evil! If a man has acted right, he has done well, though alone; if wrong the sanction of all mankind will not justify him. 3.7 Corruption and its birth: Now take a glance on our view on Corruption. We might have at some part of time or other complained of corruption all around and talked in great detail in a board room. But in reality do we really fight against this evil in society. Mostly the politicians are blamed for corruption and using unfair advantage of their position. But it is not just the politicians the evil is rooted deeper in the society. A tree cannot nurture without the roots and the roots of this corruption are we the common man. Firstly, we are allowing it to grow. As Edmund Burke says- For evil to flourish, good people have to do nothing and evil shall flourish. Secondly we are ourselves involved in corruption to get an unfair advantage or as a shortcut to our path. For instance, when we are caught for first time in a traffic violation we offer the police person on duty a lesser amount in lieu of a greater official fine according to traffic rules. As responsible citizens, do we not have the right to fight against an d root out corruption? If these politicians are blamed are we not responsible for their election? The question then arises why we elect such people. May be we are not interested in nation building or we might be looking for our narrow minded goals or short term advantages. The leaders if not responsible will lead to failure of the team as whole. So why not be good leaders and enter politics and make a difference in the society? Why not show the way to others. Thomas Carlyle says-Make yourself an honest man and then you may be sure there is one 4. Conclusion: Rights and duties go hand in hand. Before we complain of the inadequacies of the system and claim our rights we must also consider our responsibility and fulfill the duties. As the famous saying goes- Great power brings great responsibilities. Change has to happen but might take some time and we have to wait for it. Change in an organizations or nations culture is a continuous process, it will happen over a period of time and it will take a consistent effort on the part of individuals. Beginning is always tough, we can elaborate it by this example; imagine a case when you are following two way traffic, one fine day this road becomes one way. It will be very difficult to get accustomed to this new change. Later it becomes part of our life; we are not going to think about this option and we become habitual of it. This applies to all these soft duties as well.

Racism: a Short History Essay example -- Race Racism Essays

Racism: a Short History George Fredrickson makes an argument ultimately against the dichotomy between civilization and savagery, specifically the resurgence of ethnoreligious bigotry that, according to him, replaces 20th century race theory in order to justify continued inequities and sociopolitical oppression worldwide in Racism: A Brief History. His book delineates the rise of modern race theory, beginning in Medieval Europe and synthesizing an explanation for the existence and success of the overtly racist regimes, the United States, South Africa, and Nazi Germany. Fredrickson cautions, however, that racism can easily become interchangeable with religious bigotry when facing corporatism that aims to alienate, marginalize, and devalue human beings as mere consumers with little agency or any collective sense of identity. Racism's ultimate goal, according to Fredrickson, is to establish a permanent hierarchal order that, "has two components: difference and power." Fredrickson's analysis is probably one of the most direct and functional definitions of racism that I have run across in a while. His delineation reads, My theory or conception of racism, therefore has two components: difference and power. It originates from a mindset that regards "them" as different from "us" in ways that are permanent and unbridgeable. This sense of difference provides a motive or rationale for using our power advantage to threat the ethnoracial Other in ways that we would regard as cruel or unjust if applied to members of our own group. The possible consequences of this nexus of attitude and action range from unofficial but pervasive social discrimination at one end of the spectrum to genocide at the other . . . In all manifestatio... ...ention to suggest, on any level, that religion does not remain one of the defining elements of political power in this country. Race, as an immediate and visual discriminatory practice however, is seen played out much more plainly and it only seems to make sense to close with Justice Harry Blackmun's 1978 decision to uphold affirmative action. In order to get beyond racism, we must first take account of race. There is no other way. And in order to treat some persons equally, we must treat them differently. We cannot - we dare not - let the Equal Protection clause perpetuate racial supremacy. (Fredrickson, 143). Works Cited Churchill, Ward. A Little Matter of Genocide: Holocaust Denial in the Americas, 1492 to the Present. San Francisco: City Lights Books, 1997. Fredrickson, George. Racism: A Short History. Princeton: Princeton University Press, 2002.

Response to Bell Hooks Keeping Close to Home :: Family Values College

Strong Family Values In Bell Hooks’s essay, "Keeping Close to Home," she suggests that the American educational system forces students to hide, change, or mask the values that they have when they first enter college. While this might be true for some students, this line of thinking does not hold true for me personally. I do not agree with her assertion for, and I have not changed since entering the University of Georgia. The University of Georgia has not placed any pressure on me to change my values due to the fact that I had very strong values when I entered the University, and those same values hold true to me today. The values that I learned from my parents as an infant, child, adolescent, and, most recently, as an adult, are continually enforced and taught to me today. It is because of this strong family support that I have stayed the same as I was before entering college. My family has always preached strong family values that will be with me for the rest of my life, and will be passed on to my children and grandchildren. Some of the family values that I have learned from my family are to always respect my elders and to have good manners no matter what. I believe that values are taught and learned at an early age. If the teaching is successful, as it was in my case, the student should hold true to the values that he or she was raised with. Everybody is raised with different values, whether the difference is religious, moral, or social, and they should all be respected by others. I will not change or alter my values because they are very important to both my family and me, and I firmly believe in them. There are many different types of people on the University of Georgia campus, whether they come from the same or different background than I. There are people of different skin color, religion, ethnicity, and many other different backgrounds. Therefore, there are also many different beliefs in faith and values. At an institution of higher learning, such as the University of Georgia, there is respect for and interest in other people’s beliefs. There is never a push to "change" someone. Some students might alter their beliefs and values, but as for myself I will learn of others, but never change.

Overview of Data Encryption and Legal Issues Essay -- Privacy Legal Es

Overview of Data Encryption and Legal Issues What is encryption and why do we need it? The concept of encrypting information has been popular for hundreds of years. Revolutionaries, scientists, political activists and lovers have utilized this technique to maintain privacy and confidentiality in their communications. As kids, we would take our secret messages and shift the letters of the alphabet by a specific number to create an encrypted message. For example, by shifting the letters of the alphabet by three we could change the word cyberlaw to fbehuodz. In encryption, a message is referred to as plaintext before changing it in any way. Data encryption is the process whereby plaintext data is converted to ciphertext data. Ciphertext data can only be read by a party with a secret decryption key. A method for encrypting text is referred to as a cryptosystem. There are many uses for encryption today, particularly, with the widespread use of the Internet. Encryption is used to verify messages, validate and authenticate users and authorize transactions. Banks use encryption to secure customer identification numbers at ATM machines. All U.S. electronic funds transfer messages are encrypted. Online vendors depend upon the security of credit card transactions in conducting business. Many political groups use cryptography to protect the identity of online users. Internet users want electronic privacy; freedom from observance by the government or other parties. Anonymity is vital to both privacy and freedom of speech. Potential Abuses of Encryption: The U.S. Government is concerned with the abuse of this technology at the hands of criminals, terrorists and hostile foreign governments. Encryption could impede their effo... ...nternet. The availability of encryption codes will encourage a larger population of users to encrypt communications and will provide businesses worldwide a way to conduct transactions securely. Arguments are made that the control of source code export discriminates against software distribution as opposed to encryption in print form. This greatly limits the expression of scientific ideas and thereby limits the marketplace for ideas. The ability to remain anonymous is important to free speech and our right to privacy in communications on the Internet. If Clipper chips and escrow accounts become the standard, the U.S. government will be able to read private e-mail and determine the recipients. This would be a frightening departure from our proud tradition of preserving privacy in our communications and encouraging the free exchange of ideas and information.

Socialcultural Influences on Consumer Behavior

Sociocultural Influences on Consumer Behavior. Marketing Trey Hampton September 22, 2012 There are lots of influences that take place on what consumers buy, these influences are called sociocultural influences. Sociocultural influences â€Å"involve personal influence, reference groups, family influence, culture, and subculture. †(Kerin, Hartley & Rudelius 108) Out of these categories, personal influence seems to have the biggest influence of all on what people buy. â€Å"A consumer’s purchases are often influenced by the views, opinions, or behaviors of others. (Kerin, Hartley & Rudelius 108) If it works for others, it will work for me is how this influence works. Two types of influences fall under personal influence, opinion leadership, and word of mouth. People seem to buy what they hear is good, rather than taking a shot in the dark and buying something they know nothing about, this is called word of mouth influence. Companies using celebrities to say their product works and is great is an example of opinion leadership. If someone famous uses it, it must be good! A company that uses personal influence to help sell their products is Gaspari Nutrition (www.Gasparinutrition. com). Gaspari nutrition uses big time champion bodybuilders, such as Flex Lewis, in their advertisement saying I use the product so the consumer believes that taking that product will surely give the same results. Also word of mouth plays a part on their success. At the gym they line the shelves with Gaspari products and the person selling them say â€Å"I take this every day, it gives real results. † However, it is common for people that not like their products and they will tell you how they wasted money on something that doesn’t work.All companies will have good and bad influences on their products, but if the product is good it shall overcome the bad and help the company succeed. Influence is everywhere for the good, or for the bad. People get influenced by seeing someone they idol using the product, or simply hearing how good it is by a friend. Influence has always been around and always will be. It’s a powerful thing that makes or breaks companies today. References: Kerin, Roger A. , Hartley, Steven W. , and Rudelius, William. (2011). Marketing The Core. (4th edition). New York McGraw-Hill/Irwin

Ajinomoto Co. Inc. essay

Ajinomoto Ajinomoto Co. Inc. is a Japanese food and chemical corporation which produces seasonings, cooking oils, TV dinners, sweeteners, amino acids and pharmaceuticals. In particular it is the world's largest producer of aspartame, with a 40% global market share. When Professor Kikunae Ikeda from the University of Tokyo isolated glutamate from the seaweed and discovered its flavour enhancing properties in 1908. The next year, his discovery was introduced to the market in the form of the flavour enhancer AJI-NO-MOTO.The literal translation of Aji no Moto is â€Å"Essence of Taste,† used as a trademark for the company’s original monosodium glutamate (MSG) product. Thanks to the company's eminent status, its brand has found its way even to notable Asian language dictionaries as a half-synonym for MSG. Ajinomoto (Malaysia) Berhad started its business operations in 1961 as AJI-NO-MOTO ® monosodium glutamate producer. It is also one of the very first Japanese joint-ventur e companies to be set up in this country.Ajinomoto (Malaysia) Berhad has since grown into a dynamic food seasoning manufacturer marketing diverse brand name that is trusted by Malaysian for decades. Our AJI-NO-MOTO ® food seasoning is an indispensable item in almost every Malaysian home. Ajinomoto Group Philosophy We create better lives globally by contributing to significant advances in Food and Health and by working for Life. Ajinomoto Group Way Create New Value Create value with new ideas and continuous innovation based on unique technologies and science. Product value creation bolstered by technology, new dietary proposals) Pioneer Spirit Continue to constantly take on the challenge of creating new businesses and markets. (Adapt to regional culture and market conditions in creating markets) Social Contribution Accommodate social requirements with humility and honesty, with the objective of maximizing value for society through business activities. (Resolve social issues) (Impro ve the global environment) (Security and safety) (Trustworthy production) (Fair, impartial, transparent and simple) Value PeopleRespect the humanity of all the people involved in the Ajinomoto Group's businesses, and be an organisation in which they can grow and display their abilities to the fullest extent. (Provide a workplace where people can flourish) (Career development, support and follow-up) (Fair performance evaluation) (Teamwork) Ajinomoto Group Vision We aim to be â€Å"a group of companies that contributes to human health globally† by continually creating unique value to benefit customers. 1. To become a global group of food companies centered on the world's No. seasoning business. 2. To become a global group of amino science companies that contributes to humankind with the world's No. 1 amino acid technology. 3. To become a group of health-promoting companies with a scientific approach to good taste and health. Ajinomoto(M) Berhad Segment Analysis Ajinomoto (M) Be rhad (Ajinomoto) is a food and chemical corporation that engaged in manufacturing and selling monosodium and other related products. The company is divided into two major segments that publicly report financial reports.The Umami segment (Umami) comprises of products that are derived from the fermentation process such as Monosodium Glutamate (MSG) and related products. The Umami segment accounted for 70. 0% of 2011 sales, making it the largest Ajinomoto's operating segments. The Food and Seasoning segment (FSS) consists of products derived from the extraction and mixing process such as Industrial Seasonings, Tumix and related seasonings. This segment accounted for 29. 82% of Ajinomoto's sales in 2011. Others segment (Others) products sold by the company comprises of trading goods such as industrial sweetener, feed-use amino acid and frozen foods.The segment accounted for 0. 18% of Ajinomoto's sales in 2011. Condensed Statement og Financial Performance 2007-2011 | |2011 |2010 |2009 |2 008 |2007 | |Sales |316,165,220 |284,616,880 |243,838,799 |215,462,459 |190,628,976 | |Net Earning |25,870,244 |23,939,091 |19,072,212 |31,984,464 |18,670,013 |Total Ajinomoto sales increases over the last past years however its profitability has varied. Sales peaked at over RM316 millions in 2011 and has the lowest sales in 2007 at over RM 190 millions. Ajinomoto has yet incurred profit loss over the last five years. Ajinomoto's stock price has been steadily increases from RM1. 95 in 2007 to RM 4. 00 in 2011. Despite the varied profit earning and steadily increases of sales, Ajinomoto has continued to increase gradually from RM0. 79 in 2007 to RM 0. 15 in 2011.This is a clear indication of the importance that Ajinomoto attaches to the informal content associated with dividends: with the increase of sales, dividends will continue to increase. Industrial Analysis Bloomberg and Reuters have classified Ajinomoto as food processing industry sector. This paper will discuss in details Aji nomoto's financial stability compared with other companies in the food processing industry. The Malaysia Food Processing Industry The food industry in Malaysia is as wide as the multi-cultures of Malaysia, with wide range of processed foods with Asian taste.The industry is primarily Malaysian-owned, and estimated the present global retail sales in food products are worth around US$3. 5 trillion. It is expected to grow at annual rate of 4. 8 per cent to US$6. 4 trillion in 2020. The industry has more than 9000 processing factories of which 95% are classified as small-scale. Food processing companies are normally perceived as agro-based industries which have a strong backward linkage. However, in Malaysia, this is not the case as it is estimated that over 70% of raw materials used in the processed food are imported.Therefore, Malaysia is a net importer for food products. Value for imported food increase from RM17. 9 billion in 2005 to RM30. 2 billion in 2010, about RM82 million a day. The increase in 2010 was credited to Malaysia's climate, various economic factors, and higher standard of living. Financial Ratio Analysis Financial ratios for Ajinomoto for food industry are provided as below. The firm in food processing industry subset represent 16% of the total food industry sales of RM1. 972 billion in 2011.    |2011 |2010 |2009 |2008 |2007 | | |Ajinomoto |Food Industry |Ajinomoto | | | | |Amount |Percentages changes | |Other items of income |2,321,549 |4,066,021 |(1,744,472) |-42. % | | | | | | | |Items of expenses | | | | | |Changes in inventories of finished goods, |409,346 |788,248 |(378,902) |-48. % | |work in progress and goods-in-transit | | | | | |Raw materials and packaging consumed |(188,077,870) |(162,076,389) |(26,001,481) |16. 0% | |Finished goods purchased |(7,780,993) |(10,951,068) |3,170,075 |-28. 9% | |Employee benefits expense |(33,496,637) |(31,147,630) |(2,349,007) |7. % | |Depreciation and amortisation |(12,753,094) |(11,627,019) |(1,126, 075) |9. 7% | |Reversal/(impairment) of assets |3,204 |(20,360) |23,564 |-115. 7% | |Other operating expenses |(44,848,503) |(42,772,605) |(2,075,898) |4. % | |Profit before tax |31,942,222 |30,876,078 |1,066,144 |3. 5% | |Income tax expense |(6,071,978) |(6,936,987) |865,009 |-12. 5% | |Profit net of tax, represents total |25,870,244 |23,939,091 |1,931,153 |8. % | |comprehensive income for the financial | | | | | |year | | | | | |Earnings per share attributable to equity | | | | | |holders of the Company (sen) | | | | | |Basic |42. |39. 4 |3. 2 |8. 1% | |Net dividend per share (sen) |15. 75 |15. 00 |0. 75 |5. 0% | Income Statement – 2010 |Income Statement |2010 |2009 |Increase or Decrease During 2010 | | | | |Amount |Percentages changes | |Revenue |284,616,880 |243,838,799 |40,778,081 |16. % | |Other items of income |4,066,021 |4,387,766 |(321,745) |-7. 3% | | | | | | | |Items of expenses | | | | | |Changes in inventories of finished goods, |788,248 |9,219,317 |(8,431,069) | -91. % | |work in progress and goods-in-transit | | | | | |Raw materials and packaging consumed |(162,076,389) |(155,094,975) |(6,981,414) |4. 5% | |Finished goods purchased |(10,951,068) |(8,061,329) |(2,889,739) |35. 8% | |Staff costs |(31,147,630) |(29,049,802) |(2,097,828) |7. % | |Depreciation and amortisation |(11,627,019) |(9,534,228) |(2,092,791) |22. 0% | |Impairment of assets |(20,360) |399,605 |(419,965) |-105. 1% | |Other operating expenses |(42,772,605) |(30,427,115) |(12,345,490) |40. 6% | |Profit before tax |30,876,078 |25,678,038 |5,198,040 |20. % | |Income tax expense |(6,936,987) |(6,605,826) |(331,161) |5. 0% | |Profit for the year |23,939,091 |19,072,212 |4,866,879 |25. 5% | |Earnings per share attributable to equity | | | | | |holders of the Company (sen) | | | | | |Basic |39. |31. 4 |8. 0 |25. 5% | |Net dividend per share (sen) |15. 00 |12. 92 |2. 08 |16. 1% | Income Statement – 2009 |Income Statement |2009 |2008 |Increase or Decrease During 2009 | | | | |Amount |Percentages changes | |Revenue |243,838,799 |215,462,459 |28,376,340 |13. % | |Other items of income |4,387,766 |17,205,836 |(12,818,070) |-74. 5% | | | | | | | |Items of expenses | | | | | |Changes in inventories of finished goods, |9,219,317 |(321,473) |9,540,790 |-2967. % | |work in progress and goods-in-transit | | | | | |Raw materials and packaging consumed |(155,094,975) |(114,201,038) |(40,893,937) |35. 8% | |Finished goods purchased |(8,061,329) |(5,025,774) |(3,035,555) |60. 4% | |Staff costs |(29,049,802) |(27,117,151) |(1,932,651) |7. % | |Depreciation and amortisation |(9,534,228) |(8,740,933) |(793,295) |9. 1% | |Impairment of assets |399,605 |164,220 |235,385 |143. 3% | |Other operating expenses |(30,427,115) |(37,045,175) |6,618,060 |-17. 9% | |Profit before tax |25,678,038 |40,380,971 |(14,702,933) |-36. % | |Income tax expense |(6,605,826) |(8,396,507) |1,790,681 |-21. 3% | |Profit for the year |19,072,212 |31,984,464 |(12,912,252) |-40. 4% | |Earnings per share attributable to equity | | | | | |holders of the Company (sen) | | | | | |Basic |31. 2 |34. |(3. 2) |-9. 3% | |Net dividend per share (sen) |12. 92 |8. 92 |4. 00 |44. 8% | Income Statement – 2008 |Income Statement |2008 |2007 |Increase or Decrease During 2008 | | | | |Amount |Percentages changes | |Revenue |215,462,459 |190,628,976 |24,833,483 |13. % | |Other items of income |17,205,836 |8,044,056 |9,161,780 |113. 9% | | | | | | | |Items of expenses | | | | | |Changes in inventories of finished goods, |(321,473) |(448,494) |127,021 |-28. % | |work in progress and goods-in-transit | | | | | |Raw materials and packaging consumed |(114,201,038) |(103,743,602) |(10,457,436) |10. 1% | |Finished goods purchased |(5,025,774) |(4,871,823) |(153,951) |3. 2% | |Staff costs |(27,117,151) |(25,633,738) |(1,483,413) |5. % | |Depreciation and amortisation |(8,740,933) |(8,661,427) |(79,506) |0. 9% | |Impairment of assets |164,220 |(850,543) |1,014,763 |-119. 3% | |Other operating ex penses |(37,045,175) |(33,433,642) |(3,611,533) |10. 8% | |Profit before tax |40,380,971 |21,029,763 |19,351,208 |92. % | |Income tax expense |(8,396,507) |(2,359,750) |(6,036,757) |255. 8% | |Profit for the year |31,984,464 |18,670,013 |13,314,451 |71. 3% | |Earnings per share attributable to equity | | | | | |holders of the Company (sen) | | | | | |Basic |34. 4 |24. |9. 7 |39. 3% | |Net dividend per share (sen) |8. 92 |7. 90 |1. 02 |12. 9% | Income Statement – 2007 |Income Statement |2007 |2006 |Increase or Decrease During 2007 | | | | |Amount |Percentages changes | |Revenue |190,628,976 |170,592,741 |20,036,235 |10. % | |Other items of income |8,044,056 |1,852,434 |6,191,622 |77. 0% | | | | | | | |Items of expenses | | | | | |Changes in inventories of finished goods, |(448,494) |(2,525,867) |2,077,373 |-463. % | |work in progress and goods-in-transit | | | | | |Raw materials and packaging consumed |(103,743,602) |(90,491,939) |(13,251,663) |12. 8% | |Finished goods purchas ed |(4,871,823) |(5,084,454) |212,631 |-4. 4% | |Staff costs |(25,633,738) |(24,107,966) |(1,525,772) |6. % | |Depreciation and amortisation |(8,661,427) |(10,148,276) |1,486,849 |-17. 2% | |Impairment of assets |(850,543) |(1,145,779) |295,236 |-34. 7% | |Other operating expenses |(33,433,642) |(32,090,000) |(1,343,642) |4. % | |Profit before tax |21,029,763 |6,850,803 |14,178,960 |67. 4% | |Income tax expense |(2,359,750) |(841,246) |(1,518,504) |64. 4% | |Profit for the year |18,670,013 |6,009,557 |12,660,456 |67. % | |Earnings per share attributable to equity | | | | | |holders of the Company (sen) | | | | | |Basic |24. 7 |10. 4 |14. 3 |57. 9% | |Net dividend per share (sen) |7. 90 |7. 90 |0 |0% | Balance Sheet – 2011 Balance Sheet |2011 |2010 |Increase or Decrease During 2011 | | | | |Amount |Percentages changes | |Assets | | | | | |Non-Current Assets | | | | | |Property, plant and equipment |104,358,059 |102,765,733 |1,592,326 |1. % | |Prepaid land lease payments |0 |0 |0 |0. 0% | |Investment in associate |0 |0 |0 |0. 0% | |Other receivables |843,561 |1,061,831 |(218,270) |-20. % | |Investment securities |672,685 |798,813 |(126,128) |-15. 8% | |Other investments |281,000 |281,000 |0 |0. 0% | | |106,155,305 |104,907,377 |1,247,928 |1. % | | | | | | | |Current Assets | | | | | |Inventories |62,802,628 |52,255,273 |10,547,355 |20. 2% | |Trade and other receivables |32,410,933 |26,068,630 |6,342,303 |24. % | |Derivatives |36,263 |0 |36,263 | | |Cash and cash equivalents |68,767,151 |56,354,967 |12,412,184 |22. 0% | | |164,016,975 |134,678,870 |29,338,105 |21. 8% | |Total assets |270,172,280 |239,586,247 |30,586,033 |12. % | | | | | | | |Equity and liabilities | | | | | |Current liabilities | | | | | |Retirement benefit obligations |345,271 |466,710 |(121,439) |-26. % | |Trade and other payables |38,238,679 |24,617,997 |13,620,682 |55. 3% | |Derivatives |2,397 |0 |2,397 | | |Current tax payable |1,589,523 |151,171 |1,438,352 |951. % | | |40,175,870 |25 ,235,878 |14,939,992 |59. 2% | | | | | | | |Non-current liabilities | | | | | |Retirement benefit obligations |5,756,631 |5,295,024 |461,607 |8. % | |Deferred tax liabilities |4,051,039 |4,939,037 |(887,998) |-18. 0% | | |9,807,670 |10,234,061 |(426,391) |-4. 2% | |Total liabilities |49,983,540 |35,469,939 |14,513,601 |40. 9% | |Net assets |220,188,740 |204,116,308 |16,072,432 |7. % | | | | | | | |Equity attributable to equity holders of the | | | | | |company | | | | | |Share capital |60,798,534 |60,798,534 |0 |0. % | |Share premium |4,303,700 |4,303,700 |0 |0. 0% | |Retained earnings |148,553,371 |132,359,068 |16,194,303 |12. 2% | |Other reserves |6,533,135 |6,655,006 |(121,871) |-1. 8% | |Total equity |220,188,740 |204,116,308 |16,072,432 |7. % | |Total equity and liabilities |270,172,280 |239,586,247 |30,586,033 |12. 8% | Balance Sheet – 2010 |Balance Sheet |2010 |2009 |Increase or Decrease During 2010 | | | | |Amount |Percentages changes | |Assets |   |   |   |   | |Non-Current Assets |    |   |   | |Property, plant and equipment |62,661,795 |60,798,913 |1,862,882 |3. 1% | |Prepaid land lease payments |40,103,938 |39,510,974 |592,964 |1. 5% | |Investment in associates |0 |1,348,751 |(1,348,751) |-100. 0% | |Other investments |1,079,813 |1,123,377 |(43,564) |-3. % | |   |103,845,546 |102,782,015 |1,063,531 |1. 0% | |   |   |   |   |   | |Current Assets |   |   |   |   | |Inventories |52,255,273 |46,356,553 |5,898,720 |12. % | |Trade and other receivables |27,130,461 |30,099,502 |(2,969,041) |-9. 9% | |Cash and cash equivalents |56,354,967 |43,221,990 |13,132,977 |30. 4% | |   |135,740,701 |119,678,045 |16,062,656 |13. 4% | |Total assets |239,586,247 |222,460,060 |17,126,187 |7. % | |   |   |   |   |   | |Equity and liabilities |   |   |   |   | |Current liabilities |   |   |   |   | |Retirement benefit obligations |466,710 |320,578 |146,132 |45. % | |Trade and other payables |24,617,997 |22,857,239 |1,760,758 |7. 7% | |Current tax payable |151,171 |445,670 |(294,499) |-66. 1% | |   |25,235,878 |23,623,487 |1,612,391 |6. % | | |   |   |   |   | |Non-current liabilities |   |   |   |   | |Retirement benefit obligations |5,295,024 |5,052,251 |242,773 |4. % | |Deferred tax liabilities |4,939,037 |4,487,325 |451,712 |10. 1% | |   |10,234,061 |9,539,576 |694,485 |7. 3% | |Total liabilities |35,469,939 |33,163,063 |2,306,876 |7. % | |   |   |   |   |   | |Equity attributable to equity holders of the |   |   |   |   | |company | | | | | |Share capital |60,798,534 |60,798,534 |0 |0. % | |Share premium |4,303,700 |4,303,700 |0 |0. 0% | |Reserves |139,014,074 |124,194,763 |14,819,311 |11. 9% | |Total equity |204,116,308 |189,296,997 |14,819,311 |7. 8% | |Total equity and liabilities |239,586,247 |222,460,060 |17,126,187 |7. 7% | Balance Sheet – 2009 Balance Sheet |2009 |2008 |Increase or Decrease During 2009 | | | | |Amount |Perce ntages changes | |Assets |   |   |   |   | |Non-Current Assets |   |   |   |   | |Property, plant and equipment |60,798,913 47,657,260 |13,141,653 |27. 6% | |Prepaid land lease payments |39,510,974 |40,207,748 |(696,774) |-1. 7% | |Investment in associates |1,348,751 |1,348,751 |0 |0. 0% | |Other investments |1,123,377 |1,252,063 |(128,686) |-10. % | |   |102,782,015 |90,465,822 |12,316,193 |13. 6% | |   |   |   |   |   | |Current Assets |   |   |   |   | |Inventories |46,356,553 |32,383,255 |13,973,298 |43. % | |Trade and other receivables |30,099,502 |27,863,680 |2,235,822 |8. 0% | |Cash and cash equivalents |43,221,990 |66,193,647 |(22,971,657) |-34. 7% | |   |119,678,045 |126,440,582 |(6,762,537) |-5. 3% | |Total assets |222,460,060 |216,906,404 |5,553,656 |2. % | |   |   |   |   |   | |Equity and liabilities |   |   |   |   | |Current liabilities |   |   |   |   | |Retirement benefit obligations |320,578 |296, 972 |23,606 |7. % | |Trade and other payables |22,857,239 |28,230,809 |(5,373,570) |-19. 0% | |Current tax payable |445,670 |1,748,521 |(1,302,851) |-74. 5% | |   |23,623,487 |30,276,302 |(6,652,815) |-22. % | |   |   | |   |   | |Non-current liabilities |   |   |   |   | |Retirement benefit obligations |5,052,251 |4,461,628 |25,697 |0. % | |Deferred tax liabilities |4,487,325 |4,088,518 |5,451,058 |133. 3% | |   |9,539,576 |8,550,146 |24,612,917 |287. 9% | |Total liabilities |33,163,063 |38,826,448 |(5,663,385) |-14. % | |   |   |   |   |   | |Equity attributable to equity holders of the |   |   |   |   | |company | | | | | |Share capital |60,798,534 |60,798,534 |0 |0. % | |Share premium |4,303,700 |4,303,700 |0 |0. 0% | |Reserves |124,194,763 |112,977,722 |11,217,041 |9. 9% | |Total equity |189,296,997 |178,079,956 |11,217,041 |6. 3% | |Total equity and liabilities |222,460,060 |216,906,404 |5,553,656 |2. 6% | Balance Sheet – 2008 B alance Sheet |2008 |2007 |Increase or Decrease During 2008 | | | | |Amount |Percentages changes | |Assets |   |   |   |   | |Non-Current Assets |   |   |   |   | |Property, plant and equipment |47,657,260 |46,324,751 |1,332,509 |2. 9% | |Prepaid land lease payments |40,207,748 |23,081,794 |17,125,954 |74. 2% | |Investment in associate |1,348,751 |1,348,751 |0 |0. 0% | |Other investments |1,252,063 |1,134,441 |117,622 |10. 4% | |   |90,465,822 |71,889,737 |18,576,085 |25. % | |   |   |   |   |   | |Current Assets |   |   |   |   | |Inventories |32,383,255 |25,104,026 |7,279,229 |29. 0% | |Trade and other receivables |27,863,680 |24,590,686 |3,272,994 |13. 3% | |Cash and cash equivalents |66,193,647 |64,193,072 |2,000,575 |3. 1% | |   |126,440,582 |113,887,784 |12,552,798 |11. 0% | |Total assets |216,906,404 |185,777,521 |31,128,883 |16. % | |   |   |   |   |   | |Equity and liabilities |   |   |   |   | |Current liabilities |   |   |   |   | |Retirement benefit obligations |296,972 |711,923 |(414,951) |-58. 3% | |Trade and other payables |28,230,809 |25,619,622 |2,611,187 |10. 2% | |Current tax payable |1,748,521 |226,829 |1,521,692 |670. 9% | |   |30,276,302 |26,558,374 |3,717,928 |14. % | |   |   |   |   |   | |Non-current liabilities |   |   | |   | |Retirement benefit obligations |4,461,628 |3,822,256 |266,262 |7. 0% | |Deferred tax liabilities |4,088,518 |3,878,168 |4,671,978 |120. 5% | |   |8,550,146 |7,700,424 |31,126,024 |404. 2% | |Total liabilities |38,826,448 |34,258,798 |4,567,650 |13. % | |   |   |   |   |   | |Equity attributable to equity holders of the |   |   |   |   | |company | | | | | |Share capital |60,798,534 |60,798,534 |0 |0. 0% | |Share premium |4,303,700 |4,303,700 |0 |0. 0% | |Reserves |112,977,722 |86,416,489 |26,561,233 |30. 7% | |Total equity |178,079,956 |151,518,723 |26,561,233 |17. 5% | |Total equity and liabilities |216,906,40 4 |185,777,521 |31,128,883 |16. 8% | Balance Sheet – 2007 Balance Sheet |2007 |2006 |Increase or Decrease During 2007 | | | | |Amount |Percentages changes | |Assets |   |   |   |   | |Non-Current Assets |   |   |   |   | |Property, plant and equipment |69,406,545 |73,405,024 |(3,998,479) |-5. 4% | |Investment in associate |1,348,751 |1,678,751 |(330,000) |-19. 7% | |Other investments |1,134,441 |1,234,984 |(100,543) |-8. 1% | |   |71,889,737 |76,318,759 |(4,429,022) |-5. % | |   |   |   |   |   | |Current Assets |   |   |   |   | |Inventories |25,104,026 |29,511,903 |(4,407,877) |-14. 9% | |Trade and other receivables |24,590,686 |25,197,271 |(606,585) |-2. 4% | |Cash and cash equivalents |64,193,072 |30,450,944 |33,742,128 |110. 8% | |   |113,887,784 |85,160,118 |28,727,666 |33. 7% | |Total assets |185,777,521 |161,478,877 |24,298,644 |15. % | |   |   |   |   |   | |Equity and liabilities |   |   |   |   | |Current liab ilities |   |   |   |   | |Retirement benefit obligations |711,923 |444,305 |267,618 |60. 2% | |Trade and other payables |25,619,622 |15,548,449 |10,071,173 |64. 8% | |Current tax payable |226,829 |133,929 |92,900 |69. 4% | |   |26,558,374 |16,126,683 |10,431,691 |64. % | |   |   |   |   |   | |Non-current liabilities |   |   |   |   | |Retirement benefit obligations |3,822,256 |3,663,700 |214,468 |5. 9% | |Deferred tax liabilities |3,878,168 |4,048,857 |3,651,567 |90. 2% | |   |7,700,424 |7,712,557 |26,546,241 |344. 2% | |Total liabilities |34,258,798 |23,839,240 |10,419,558 |43. % | |   |   |   |   |   | |Equity attributable to equity holders of the |   |   |   |   | |company | | | | | |Share capital |60,798,534 |60,798,534 |0 |0. 0% | |Share premium |4,303,700 |4,303,700 |0 |0. 0% | |Reserves |86,416,489 |72,537,403 |13,879,086 |19. 1% | |Total equity |151,518,723 |137,639,637 |13,879,086 |10. 1% | |Total equity and liabilities |18 5,777,521 |161,478,877 |24,298,644 |15. % | Reference http://www. barubian. net/2012/02/rm92m-spent-on-imported-food-every-day. html http://www. scribd. com/doc/36423986/Food-Industry-Malaysia http://findarticles. com/p/articles/mi_m3723/is_6_15/ai_105043862/ http://thestar. com. my/archives/2006/8/17/IMP3/chapter19. pdf http://www. ifrj. upm. edu. my/19%20(01)%202011/(38)IFRJ-2011-122%20Yodfiatfinda. pdf http://www. mida. gov. my/env3/index. php? page=food-industries http://www. miti. gov. my/cms/content. jsp? id=com. tms. cms. section. Section_63c203a6-c0a8156f-5cff5cff-cbccc275 http://malaysia. ahk. de/fileadmin/ahk_malaysia/Bilder/Others/Market_Watch_Food_Industry_2011_ENG_. pdf